Inclusion represents a mindset rather than a physical location. At KIIT-IS SEN Globe, students are assessed based on their sensory integration, cognitive processing and classroom readiness. The assessment process incorporates observations, insights from parents and guardians, and the application of various standardized tools. Based on their assessment, students are provided with different structure of accommodation and support. Furthermore, they are paired with special educators or shadow teachers who provide assistance and guidance throughout the academic year. These students also receive therapy in multiple domains, including speech, occupational skills, cognitive development, counseling, vocational and co-curricular activities. To address the academic challenges faced by students, we provide a variety of support options including remedial classes designed to help students catch up on essential skills, bridge classes that facilitate the transition between different educational levels, and specialized education programs tailored to meet the unique needs of students with special abilities.
In addition, we develop an Individualized Education Plan (IEP) and an Individualized Intervention Plan (IIP) tailored for each student, which evaluates their strengths and limitation, accompanied by progress assessments and required modifications. This approach enables us to monitor development in each area and maintain a comprehensive understanding of our actions. Ultimately, our primary objective is to cultivate a culture of inclusivity, empathy, and respect, ensuring that all students receive the support and resources they need to thrive both academically and in life. We collaborate closely with families, educators, therapists, Health Professionals, and different organizations to foster an environment where every student feels valued and understood.
The SEN Globe follows a very systematic and scientific screening, identifying, and teaching pattern, which is reflected in the extra ordinary performance of the students.
The entire process stands on the 3 key pillars of Screening, Mapping and Program assignment. We call is I 3; Identification, Intervention and Inclusion.
Minimum Age for entry: 3 Years
We identify the special needs through standardized assessments of:
Sensory Profile
Cognitive and adaptive skills
Speech and language development
Depending on the functional level and need of the child, the intervention program is planned and executed.
We try to bridge the difference between typical and atypical study environment through a BRIDGE PROGRAM where we enable our children to learn and adapt for a smooth transition.
Enabling neurodivergent children to adapt divergent classrooms is not inclusion.
Preparing the typically developing children to accept and support the atypical children and encouraging them for equal opportunity is true inclusion. We sensitize all the students of the school to accept, encourage and admire the capabilities of neurodivergent children. Mainstreaming CWSN and including them to experience the best learning environment is our motto.